First Term Mathematics Lessons for Primary 2
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PRY 2 MATHEMATICS IST TERM E-NOTE
Week: one
Class: primary two
Topic: whole number 1-200.
Behavioural objectives: At the end of the lesson pupils should be able to,
1. Count numbers correctly from 1-200.
2. Identify and read numbers from 1-200.
3. Identify order and write numbers up to 200.
Instructional material/Reference material:
1. Concrete objects such as bottle tops, stick, small water proof bags for bundles of seeds/bottle tops, ropes, straw and two hundred squares chats.
2 flash cards, sticks, chat of numbers 1-200
Building Background /connection to prior knowledge: pupils can count l-100
Content: TEACHING AID: Concrete objects such as bottle tops, sticks, seeds, small waterproof bags for bundles of seeds/bottle tops, ropes, straws and two hundred square charts etc. Flash cards and Charts of numbers 1-200 etc
PROCEDURE
STEP1: Stimulate pupils’ interest for the day’s task by the use of set induction. Revise their previous knowledge by asking them to count 1-100.
Step 2: Introduce new lesson by engaging pupils in a song that has to do with counting. Guides pupils to revise counting of numbers from 1-99 using counters and 100-square charts;
STEP3: Develop lesson by adding one counter to 99 counters, and recap that 100 is equal to 99 plus one i.e. 100 = 99+ 1. Guide pupils to count numbers 1 to 200. Write 1 to 200 on the chalkboard and count with pupils. Invite pupils to identify some numbers on the chalkboard e.g 12, 15, 23, etc
Step 4. Develop lesson further by guiding pupils to use the teaching aid, to build up piles in tens and units, and demonstrates that bringing three piles of tens and eight sticks represent 38 e.t.c.
Build up piles in tens and units, guide pupils to use bundles or piles to demonstrate place value. Write numbers 1-200 on the chalkboard and guide pupils to write same in their mathematics notebook.
Evaluation
Teacher should guide the pupils to
1. Arrange and count correctly using bottle tops in tens up to two hundred.
2. Counts bundles of straws in tens and hundreds up to two hundreds.
3. Build piles corresponding to given numbers.
4. Say the number representing a pile.
Homework: pupils should write from 1-300
Week: Two
Class: primary Two.
Topic: Whole numbers1-200
Behavioural objectives: At the end of the lesson pupils should be able to:
1. Count numbers correctly from 1- 200.
2. Identify and read numbers from 1- 200
3. Identify order and write numbers up to 200.
Instructional material/Reference material: number charts, counters.
Building Background /connection to prior knowledge: The pupils are familiar with the topic.
Content:
When one figure is written the figure is under unit
I. e U. U
4, 5
When it is two we will write it under tens
I.e. 46= 40+4. That means 4tens and 4unit
T. U. T U
4. 4. 9. 8
When the figure becomes three that means hundred is included.
I.e. 463=4hundred+6tens+3units H T U. H T U
4 6 3. 5 7 3
Evaluation:
5. Build piles corresponding to a given number.
6. Identify and read given number on flash cards.
7. Write given numbers in expanded form.
8. Order given piles of numbers.
9. Write numbers up to 200.
Week: Three
Class: Primary Two
Topic: Fractions I
Behavioural objectives: At the end of the lesson pupils should be able to:
1. Divide a collection of concrete objects into two equal parts and four equal parts. Instructional material/Reference material:
1. Oranges
2. Cardboard Paper etc.
Building Background /connection to prior knowledge: The pupils are familiar with the topic.
Content:
Fraction.
What is Fraction? Fractions represent equal parts of a whole or a collection. Fraction of a whole: When we divide a whole into equal parts, each part is a fraction of the whole. For example, Fraction of a collection: Fractions also represent parts of a set or collection. For example, There are total of 5 children.3 out of 5 are girls. So, the fraction of girls is three-fifths (3⁄5).2 out of 5 are boys. So, the fraction of boys is two-fifths (2⁄5).Fraction notation A fraction has two parts.
The number on the top of the line is called the numerator. It tells how many equal parts of the whole or collection are taken.
The number below the line is called the denominator. It shows the total divisible number of equal parts the whole into or the total number of equal parts which are there in a collection. Fractions on a number line: Fractions can be represented on a number line, as shown below. For examples,
Real life examples: The most common examples of fractions from real life are equal slices of pizza, fruit, cake, a bar of chocolate, etc. Non-examples when the parts of the whole are unevenly divided, they don’t form fractions of fractions Unit fractions with numerator 1 are called unit fractions.
Proper fractions: Fractions in which the numerator is less than the denominator are called proper fractions e.g. 2/7, 5/10 e.t.c.
Improper fractions: Fractions in which the numerator is more than or equal to the denominator are called improper fractions. e.g. 9/2,8/3,20/5 e.t.c.
Evaluation: Teacher should guide the Pupils to:
1. find ½ and ¼ of given collections of objects.
Week: Four
Topic: Fractions II
Behavioural objectives: At the end of the lesson; pupils should be able to;
1. obtain ¾ of a concrete object.
Instructional material/Reference material:
1. Oranges
2. Cardboard Papers etc.
Building Background /connection to prior knowledge: Pupils can definitely a fraction and knows the different types of Fractions.
Content: Fractions
A fraction is a part of a whole number, and a way to split up a number into equal parts. It is written as the number of equal parts being counted, called the numerator, over the number of parts in the whole, called the denominator. These numbers are separated by a line. There are different types of fraction and different ways of writing the same fraction. Just like whole numbers, it is possible to add, subtract, multiply, and divide fractions. The size of fractions can also be compared to find the smallest or the largest fraction.
Evaluation: Find ¾ of given collection of objects.
Week: five
Class: primary two
Topic: Addition I
Behavioural objectives: At the end of the lesson pupils should be able to:
1. Add 2-digit numbers without exchanging or renaming.
2. Add 3 digits number without exchanging or renaming.
4. Add 3 numbers taking two at a time.
Instructional material/Reference material:
1. Number beads.
2. Bean seed
3. Card etc.
4. Charts on addition of 3-digit numbers without renaming etc.
5. Counters such as sticks bottle tops.
6. Addition cards
Building Background /connection to prior knowledge: Pupils can add two digits number.
Content:
1 Revision of addition of 2- digit numbers without exchanging or renaming.
T. U
1. 5. 2
+ 2 3
=====
7. 5.
Remember that you will start your addition from the right hand side under unit. You will count 2 and count 3 and you will count it together your answer will be 5 then you will write it and repeat the same process under T(tens) .
2, 15+14= 29.
Addition problems of 3-digit numbers
1. 141 +125= HTU
141
+ 125
= 266
Example 2.
HTU
253
+125
= 378
3. 🌐🌐🌐 +🌐🌐🌐🌐🌐 + 🌐🌐🌐
3 +. 5. + 3
=11
4. 🌐🌐🌐🌐🌐+🌐🌐🌐🌐+🌐🌐
5. +. 3. +. 2 =10.
5. 🌐🌐🌐🌐 +🌐🌐🌐🌐 +🌐🌐
4. + 4. + 2 ×10.
Evaluation: Pupils should be able to:
1. Add given 2 digit numbers without exchanging of renaming.
2. Add 3 digit numbers vertically without exchanging or renaming.
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